Gender

• What trend is observed in the educational achievement of both sexes in recent years?

  Both sexes have improved their achievement, but females have improved at a faster rate.
• At which level of the education system is the gender gap most marked?

  The gender gap is most marked at GCSE level.
• What is the approximate percentage of the gender gap for 5 A-C grades at GCSE?

  About 10%.
• What are the external factors contributing to gender differences in educational achievement?

  • Home and family backgrounds
  • Job markets
  • Impact of wider society
• What do boys struggle with compared to girls in education?

  Boys have poorer language and literacy skills than girls.
• Why might boys have poorer literacy skills?

  Parents may spend less time reading to their sons.
• How does the reading behavior of mothers and fathers differ in relation to boys?

  Mothers tend to read more than fathers, leading to reading being seen as a feminine activity.
• What leisure activities do boys engage in that may not develop language skills?

  Boys often engage in leisure activities like football and computer games.
• What do girls' leisure activities, such as 'bedroom culture', involve?

  Girls' leisure activities often involve talking with friends, which develops language skills.
• According to Mitsos and Browne (1998), how do girls' attitudes towards education compare to boys'?


  Girls work harder, are more conscientious, and are better organized than boys.
• What do Mitsos and Browne (1998) suggest about girls' classroom behavior?

  Girls concentrate more in class and are more willing to learn.
• What factors contribute to boys' negative attitudes towards education?

  • Crisis in male masculinity
  • 'Laddish' anti-school culture
  • Perception of being pro-school as 'uncool'
• What is the 'laddish' anti-school culture among some males?

  It places little value on educational success and views being pro-school as 'uncool'.
• What did Mac and Ghail (1994) find about 'macho lads' and their attitudes towards school?

  'Macho lads' felt that working hard at school was effeminate and were anti-school.
• How did girls' ambitions regarding education and careers change from the 1970s to the 1990s?

  In the 1990s, girls valued careers and independence more than marriage and family.
• What did Fuller (2011) find about females' views on their futures?

  Females see themselves as creators of their own future in a meritocratic world.
• How has feminism impacted women's educational ambitions?

  Feminism has campaigned for equal employment rights, raising women's ambitions.
• What changes in family structures have affected female educational success?

  Increased divorce and lone parent families have led females to value educational success more.
• How do changes in family structures impact male educational achievement?

  Boys may grow up without a male role model, leading to a lack of value placed on education.
• What do critics argue about the explanation of changing employment markets for male educational achievement?

  Critics argue that the disappearance of traditional male jobs is unlikely to impact boys' motivation for qualifications.
• What is the New Right's perspective on male role models in education?

  They suggest that boys from certain households lack male achievement role models, leading to anti-educational cultures.
• What are the weaknesses of the explanations for gender differences in educational achievement?

  • Blame is placed on the victim.
  • Arguments are deterministic.
  • Class differences are not considered.
• What does Archer et al (2011) argue about working-class female underachievement?

  It is due to the conflict between working-class girls' identities and the ethos of schools.
• How do working-class girls seek 'symbolic capital' according to Archer?

  They invest in hyper-heterosexual feminine identities to gain status and worth from peers.
• What is 'symbolic violence' in the context of education?

  It refers to the labeling of girls as incapable of educational success due to their non-conformity to middle-class ideals.
• What do interactionists emphasize regarding gender differences in attainment?

  They stress the importance of social processes operating inside schools.
• What is the hidden curriculum's role in educational success and failure?

  It socially constructs educational success and failure for different students.
• What are the relationships and processes inside schools that affect educational achievement?

  • Teacher expectations and attitudes
  • Educational policies
  • Labelling and identities
• How do teacher expectations affect students based on gender?

  Teachers may label boys negatively and have low expectations, while having high expectations for girls.
• What is the self-fulfilling prophecy in the context of education?

  It occurs when students internalize teacher expectations, shaping their self-identity and performance.
• How has marketisation affected female students in education?

  Marketisation allows females to study at better schools, improving their exam performance.
• What is the feminisation of education?

  It refers to education celebrating feminine qualities rather than nurturing masculine traits.
• How do GCSEs favor female students?

  GCSEs have 'feminised' exams that favor consistent work and communication skills.
• What is the role of GIST/WISE in education?

  GIST/WISE encourages girls to pursue careers in science and technology, increasing their interest and performance.
• How has the increase in female role models affected education?

  It has raised female motivation and ambitions, making education feel more like a female domain.
• What do radical feminists argue about the education system?

  They argue that the education system remains patriarchal, limiting female subject choices and career paths.
• What is the impact of the shortage of male primary school teachers?

  It means boys lack positive same-sex role models in their early years.
• What are the weaknesses of the explanations regarding teacher labeling and expectations?

  • Generalizations and determinism
  • Some students may use negative labeling as motivation
  • Evidence of non-conformist students rejecting labels
• What did Willis (1979) argue about male working-class anti-school subcultures?


  He suggested they emerge from male working-class culture and home backgrounds, not as a response to labeling.
• How do some working-class students choose educational underachievement according to Archer?

  They choose it because it does not fit with their identity or culture.